Two Methods of Early Memories Data Collection: An Empirical Comparison of the Projective Yield

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 63-71 ◽  
Author(s):  
Christopher Fowler ◽  
Mark J. Hilsenroths ◽  
Leonard Handler
Keyword(s):  
Personality Assessment ◽  
Methodological Issue ◽  
Assessment Process ◽  
Empirical Comparison ◽  
Early Memories ◽  
Control Groups ◽  
Experimental Conditions ◽  
Interpersonal Contact ◽  
The Social ◽  
Projective Data

This study addresses a methodological issue regarding the preferred method of collecting early memories data—using an interpersonal administration to collect the data, or using a written procedure in which subjects are asked to record their early memories privately. Early memories from clinical and nonclinical control groups from two experimental conditions were scored on the Social Cognition and Object Relations Scale (SCORS). The results support the superiority of the interpersonal administration over the private, written condition in differentiating clinical from nonclinical controls. The results are discussed in the context of contemporary trends in personality assessment, which attempt to limit interpersonal contact with the patient during the assessment process, in order to save time and money. The authors contend that this practice may yield less complex and less fertile projective data than the traditional interpersonal testing context.

Test Qualifications and Test Use in the UK: The Competence Approach

1996 ◽  
Vol 12 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Dave Bartram
Keyword(s):  
Personality Assessment ◽  
Radical Change ◽  
Assessment Process ◽  
New Approach ◽  
Design And Implementation ◽  
British Psychological Society ◽  
The Uk ◽  
Test Use ◽  
Test User

The paper describes the current British Psychological Society (BPS) approach to the development of professional test user qualifications through the use of a competence-based approach to the certification of test users. The rationale is described and contrasted with previous mechanisms for controlling standards in test use. The overall strategy is to develop more competent test users and to provide better information for them about tests. The latter is being accomplished through the establishment of a Register of Test Users with its associated journal Selection and Development Review; and the publication by BPS Books of regular test reviews and updates. To date, a Certification process has been implemented relating to psychological test use in occupational assessment settings. This comprises qualifications at two levels: “Level A” (tests of ability and aptitude) and “Level B” (personality assessment). The design and implementation of this system has raised many problems - theoretical, practical, political, and commercial. The focus of the new approach represents a radical change from past practice. It emphasises the competence of test users - rather than the means by which competence is attained. Standards have been defined and mechanisms established for assessing competence and for verifying and monitoring the quality of the assessment process.

Assessment of MMPI Profiles of Male Batterers

1991 ◽  
Vol 6 (4) ◽  
pp. 309-320 ◽  
Author(s):  
Peter S. Flournoy ◽  
Gregory L. Wilson
Keyword(s):  
Personality Assessment ◽  
Minnesota Multiphasic Personality Inventory ◽  
Specific Treatment ◽  
Assessment Process ◽  
Future Research ◽  
Male Batterers ◽  
Point Pair ◽  
Aggression Management ◽  
Court Mandated ◽  
Program Data

Fifty-six adult male batterers completed the Minnesota Multiphasic Personality Inventory (MMPI) as part of the standard screening and assessment process for a court-mandated aggression management treatment program. Data were analyzed via composite-mean and cluster analyses. MMPI results revealed a 4-2 profile for both the composite-mean analysis and the elevated profile revealed by the cluster analysis. Fifty-two percent of the MMPI profiles exhibited Scale 4 as one of the two scales in the high-point pair. Future research must incorporate multidimensional behavioral and personality assessment in order to enhance specific treatment approaches via matching procedures.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

Handwriting Analysis and Personality Assessment

2000 ◽  
Vol 5 (1) ◽  
pp. 44-51 ◽  
Author(s):  
Peter Greasley
Keyword(s):  
Personality Traits ◽  
Personality Assessment ◽  
Personnel Selection ◽  
Empirical Studies ◽  
Handwriting Analysis ◽  
Recruitment Process ◽  
Academic Literature ◽  
Personnel Recruitment ◽  
The Subject ◽  
Better Than

It has been estimated that graphology is used by over 80% of European companies as part of their personnel recruitment process. And yet, after over three decades of research into the validity of graphology as a means of assessing personality, we are left with a legacy of equivocal results. For every experiment that has provided evidence to show that graphologists are able to identify personality traits from features of handwriting, there are just as many to show that, under rigorously controlled conditions, graphologists perform no better than chance expectations. In light of this confusion, this paper takes a different approach to the subject by focusing on the rationale and modus operandi of graphology. When we take a closer look at the academic literature, we note that there is no discussion of the actual rules by which graphologists make their assessments of personality from handwriting samples. Examination of these rules reveals a practice founded upon analogy, symbolism, and metaphor in the absence of empirical studies that have established the associations between particular features of handwriting and personality traits proposed by graphologists. These rules guide both popular graphology and that practiced by professional graphologists in personnel selection.

The Persnickety Pervasiveness of Rating Enhancement in Personality Assessment

2020 ◽  
pp. 1-13
Author(s):  
Alicia A. Stachowski ◽  
John T. Kulas
Keyword(s):  
Response Bias ◽  
Personality Assessment ◽  
Current Paper ◽  
Psychological Measurement ◽  
Shared Sets ◽  
Self Reports ◽  
Original Target ◽  
Target Profile ◽  
Do So ◽  
Normative Influences

Abstract. The current paper explores whether self and observer reports of personality are properly viewed through a contrasting lens (as opposed to a more consonant framework). Specifically, we challenge the assumption that self-reports are more susceptible to certain forms of response bias than are informant reports. We do so by examining whether selves and observers are similarly or differently drawn to socially desirable and/or normative influences in personality assessment. Targets rated their own personalities and recommended another person to also do so along shared sets of items diversely contaminated with socially desirable content. The recommended informant then invited a third individual to additionally make ratings of the original target. Profile correlations, analysis of variances (ANOVAs), and simple patterns of agreement/disagreement consistently converged on a strong normative effect paralleling item desirability, with all three rater types exhibiting a tendency to reject socially undesirable descriptors while also endorsing desirable indicators. These tendencies were, in fact, more prominent for informants than they were for self-raters. In their entirety, our results provide a note of caution regarding the strategy of using non-self informants as a comforting comparative benchmark within psychological measurement applications.

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